Studying and working abroad transforms Canadian students into global citizens, helping them develop inter-cultural awareness, adaptability and problem-solving skills. It also gives them a hiring edge with today’s employers. Leaving one’s home province to study can also be a transformative experience, increasing students’ understanding of the diverse cultures, histories and values that make up our country.
Whether learning abroad or in another province, these experiences deepen students’ awareness of the diversity of Canadian and international communities, while strengthening bonds between campuses across Canada and worldwide.
Too few Canadian students, however, benefit from the mobility experiences that can prepare them to enter a globalized labour market. Improving the international and interprovincial mobility of university students is a crucial step in developing our next generation of leaders and sharpening Canada’s competitive edge.
The stakes are getting higher for teachers daily as more and more states adopt hiring, granting policies based on teacher evaluations. Even more concerning is the limited discussion about whether foirri nngo,t ahnigdh t-estnaukrees- tdeeaccishieorn se vaarelu baatisoend coann tmhee erta ttihoen ainlet etnhdaetd f ioruintgc oimneef foefc itmivper toevaecdh setrusd (eans tp arcimhiaervielym meneta,s uarnedd a bty w ohbaste rcvoastti.o Tnh deaseta h aignhd- svtaalkuees-added svcaolirdeist)y ,w pilelr icmenptraogvee fsitruedde,n atn adc thuiernveomveern) tt.h Taht,i si fp rneomt imsee ti,s ccohualldle rnegseudl tb iyn vaa rniuomusb vearr oiaf bploesss aibnlde ausnsiunmtepntdioends c(oen.gse.,q rueelniacbeisl.ity,
Limits of Generalizing in Education Research: Why Criteria for Research Generalization Should Include Population Heterogeneity and Uses of Knowledge Claims by Kadriye Ercikan & Wolff-Michael Roth — 2014
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After years of teaching face to face, many instructors are able to begin teaching a traditional, classroom-based course without having the entire course laid out ahead of time. This approach doesn’t work very well in the online classroom where careful planning and course design is crucial to student success.
Good online course design begins with a clear understanding of specific learning outcomes and ways to engage students, while creating activities that allow students to take some control of their learning. It also requires a little extra effort upfront to minimize
two of the most common frustrations of online learning: 1. confusing course organization (how course elements are structured within the course) and 2. unclear navigation (what links or buttons are used to access these elements).
What's the worst college major for your career, according to Forbes? Anthropology and archaeology. Kiplinger's says to stay away from religious studies, music, anthropology and art history.
Such warnings are common these days. And liberal arts professors and admissions deans at liberal arts colleges will tell you that plenty of students (and an even larger share of parents) believe them. Many colleges with liberal arts roots are rushing to add preprofessional programs.
Friendships can blossom naturally between scholars and students, but are they always problematic? Nina Kelly
navigates the boundaries.
A look at some UCASS data from 1970 to 2016.
Last year, Statistics Canada released University and College Academic Staff System survey data for the first time in five years. (The survey had been scrapped in 2012 and revived in 2016.) This data on full-time faculty at 112 universities and colleges offers an important snapshot of Canada’s professoriate (read more about the latest results here).
The UCASS survey goes back to 1937, but 1970 is the earliest date for a continuous time series.U niversity Affairs took a closer look at this data, starting from 1970, and the resulting six charts tell a partial history of Canada’s full-time faculty over nearly five decades (no data was available from 2011 to 2015 while UCASS was on hiatus).
Background/Context: This exploratory feasibility study assesses a mindfulness program in a fifth-grade classroom. The research discussed herein was built on a previous study targeted at a specific population of children within the classroom and assessed the benefits of teach-ing mindfulness meditation to 7- and 8-year-old children who met criteria for generalized anxiety disorder.
Purpose/Focus of Study: The primary aim of this exploratory study was to investigate the feasibility of a mindfulness training workbook written for young children. The mindfulness workbook uses a fictional character in a storybook format. The goal was to help children understand and access their own mindfulness within the classroom setting without instruc-tion by teachers and without using meditation techniques.
College characteristics that may be associated with sexual victimization have become a salient topic in popular and
scholarly discourse. However, very little research has formally tested these relationships. Utilizing the Online College
Social Life Survey, a dataset that includes 22 schools and approximately 16,000 women respondents, a logit analysis is used
to measure relationships between risk of different types of sexual victimization (namely, attempted physically forced
intercourse, drug- and alcohol-facilitated sexual assault, physically forced intercourse, and unwanted sex because of verbal
pressure) and student body size, school-level sex ratio, school selectivity, the type of school (public or private), and the
percentage of students involved in Greek organizations on campus, all while controlling for individual-level characteristics
and clustering standard errors at the school level. Each additional thousand students enrolled increases the odds of a
physically forced rape by 2.47 times. The odds ratio for being a private institution ranges from .65 to .7, whereas percentage
Greek shows opposing associations with individual-level Greek membership for physically forced rape. All other variables
are statistically insignificant. These results suggest that institution-level factors play some role in the risk of sexual
victimization; future research should expand on these findings.
This report presents the findings of a one-year study of the creation and implementation of a new Français course at the University of Ottawa, offered as a pilot project in 2012-2013. The course was created at the request of francophone first-year students from regions of Canada where the French language is in a minority context. These students reported experiencing difficulty in bridging the gap between the literacy skills they acquired in secondary school and the academic literacy skills
required of them to succeed in the mandatory foundational French courses (FRA courses) and other courses taught in French (Lamoureux et al., 2013).
While much literature has considered feedback and professional growth in formative peer reviews of teaching, there has been little empirical research conducted on these issues in the context of summative peer reviews. This article explores faculty members’ perceptions of feedback practices in the summative peer review of teaching and reports on their understandings of why constructive feedback is typically non-existent or unspecific in summative reviews. Drawing from interview data with 30 tenure-track professors in a research-intensive Canadian university, the findings indicated that reviewers rarely gave feedback to the candidates, and when they did, comments were typically vague and/or focused on the positive. Feedback, therefore, did not contribute to professional growth in teaching. Faculty members suggested that feedback was limited because of the following: the high-stakes nature of tenure, the demands for research productivity, lack of pedagogical expertise
among academics, non-existent criteria for evaluating teaching, and the artificiality of peer reviews. In this article I argue that when it comes to summative reviews, elements of academic culture, especially the value placed on collegiality, shape feedback practices in important ways.
A meta-analysis of the transformational leadership literature using the Multifactor Leadership Questionnaire
(MLQ) was conducted to (a) integrate the diverse findings, (b) compute an average effect for different leadership scales, and (c) probe for certain moderators of the leadership style-effectiveness relationship. Transformational leadership scales of the MLQ were found to be reliable and significantly predicted work unit effectiveness across the set of studies examined. Moderator variables suggested by the literature, including level of the leader (high or low), organizational setting (public or private), and operationalization of the criterion measure (subordinate perceptions or organizational measures of effectiveness), were empirically tested and found to have differential impacts on correlations between leader style and effectiveness. The operationalization of the criterion variable emerged as a powerful moderator. Unanticipated findings for type of organization and level of the leader are explored regarding the frequency of transformational leader behavior and relationships with effectiveness.
It would be a shame if the lesson learned is simply to remove the controversial bits from your course.
The issues of freedom of speech and transgender rights, highlighted by recent events involving a teaching assistant at Wilfrid Laurier University, remind me of my first year as a university instructor in the late 1990s, when I taught a communications course on advertising at York University. (Yes, I understand that the status of a TA is different than that of an instructor, but I think for the purposes of this anecdote, the principles are similar.)
While teaching the course, I saw an ad for Sauza tequila in the campus newspaper. It featured a photo of an attractive, swimsuit-wearing woman, with the phrase, “She’s a He,” written across her chest. The ad’s tag line read: “Life is Harsh, Your Tequila Shouldn’t Be.” (The ad didn’t identify the model, who in fact was Caroline Cossey, a transgender model.)
This report covers the combined results for the summer 2014, autumn 2014, and spring 2015 Ohio State Graduation Survey administrations. An invitation to the Graduation Survey was sent to all undergraduate, Master's, and professional degree recipients who were scheduled to graduate in the summer, autumn, or spring terms of the 2014-2015 academic year.
Critics of posttenure review of faculty members rightly trace the practice’s origins to the 1990s, when tenure came under fire from conservative state legislators and trustees who assumed that, once granted tenure, the typical professor felt free to come in late, go home early and spend the hours in between hiding from students at the faculty club.
The truth turned out to be the opposite. Instead of laying the foundation for an assault on tenure, the rapid spread and implementation of posttenure review on most state campuses and many private ones demonstrated that the vast majority of tenured faculty work just as hard and well as they did during their probationary years.
The signatory institutions to this protocol recognize and affirm their responsibility and obligation to Indigenous education.
Colleges and institutes respect and recognize that Indigenous people include First Nation, Métis and Inuit people, having distinct cultures, languages, histories and contemporary perspectives.
Indigenous education emanates from the intellectual and cultural traditions of Indigenous peoples in Canada.
Indigenous education will strengthen colleges’ and institutes’ contribution to improving the lives of learners and communities.
Over the past decade, the Government of Ontario has increased investment in postsecondary education significantly, including increasing operating grants by 80 per cent since 2002–03. These investments helped to improve access to postsecondary education, supported significant enrolment growth at universities and colleges, and drove community and economic development. The tremendous expansion of Ontario’s postsecondary education system was made possible thanks to the commitment of our postsecondary education institutions to access, and their willingness to respond to the demand.
At the heart of Concordia University’s mission and tradition is respect for every member of its community. The university is committed to equality, dignity, and the building and maintaining of a healthy, safe and respectful environment.
Behaviours commonly associated with rape culture, such as victim blaming, normalizing sexual objectification and violence, are absolutely unacceptable in the Concordia community. As such, sexual violence violates our institutional values, in particular the rights of individuals in our university community to be treated with dignity and respect.
Concordia has taken many important steps to creating a safe environment. It was the first university in Canada to create the position of sexual harassment advisor in 1987 and one of the first to adopt a policy on sexual harassment in the early 1990s. It was also among the first Canadian universities to create an Ombuds Office in the 1970s. In 2013, the university launched the Sexual Assault Resource Centre (SARC) to inform the campus community about consent and prevention, and to provide
survivor support.
This chapter examines how the three most common types of engagement found among adolescents attending high-performing high schools relate to indicators of mental and physical health.